Programs
The eight priority areas of NEPAD are: political, economic and corporate governance; agriculture; infrastructure; education; health; science and technology; market access and tourism; and environment.
During the first few years of its existence, the main task of the NEPAD Secretariat and key supporters was the popularisation of NEPAD’s key principles, as well as the development of action plans for each of the sectoral priorities. NEPAD also worked to develop partnerships with international development finance institutions—including the World Bank, G8, European Commission, UNECA and others—and with the private sector.
After this initial phase, more concrete programs were developed, including:
- The Comprehensive Africa Agriculture Development Programme (CAADP), aimed at assisting the launching of a 'green revolution' in Africa, based on a belief in the key role of agriculture in development.
- The NEPAD Science and Technology programme, including an emphasis on research in areas such as water science and energy.
- The "e-schools programme", adopted by the HSGIC in 2003 as an initiative to equip all 600,000 primary and secondary schools in Africa with IT equipment and internet access within 10 years, in partnership with several large IT companies. See NEPAD E-School program
- The launch of a Pan African Infrastructure Development Fund (PAIDF) by the Public Investment Corporation of South Africa, to finance high priority cross-border infrastructure projects.
- Capacity building for continental institutions, working with the African Capacity Building Foundation, the Southern Africa Trust, UNECA, the African Development Bank, and other development partners. One of NEPAD's priorities has been to strengthen the capacity of and linkages among the Regional Economic Communities.
- NEPAD was involved with the Timbuktu Manuscripts Project although it is not entirely clear to what extent.
Read more about this topic: New Partnership For Africa's Development
Famous quotes containing the word programs:
“Government ... thought [it] could transform the country through massive national programs, but often the programs did not work. Too often they only made things worse. In our rush to accomplish great deeds quickly, we trampled on sound principles of restraint and endangered the rights of individuals.”
—Gerald R. Ford (b. 1913)
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—Cindy L. Teachey. “Building Lifelong Relationships—School Age Programs at Work,” Child Care Exchange (January 1994)
“We attempt to remember our collective American childhood, the way it was, but what we often remember is a combination of real past, pieces reshaped by bitterness and love, and, of course, the video past—the portrayals of family life on such television programs as “Leave it to Beaver” and “Father Knows Best” and all the rest.”
—Richard Louv (20th century)